Hardaway/Brown/Mills – Austin Sargent
Learning Objective/Exit Outcomes:
- Students will be able to devise their own movement sequence relating to seasons.
- Students will be able to identify changes from one season to another.
- Students will work in collaborative teams.
- Students will be able to correct mistakes in the seasonal cycle.
Science & Dance
S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.
- Analyze data to identify seasonal patterns of change.
(Clarification statement: Examples could include temperature, rainfall/snowfall, and changes to the environment.)
ESD1.CR.1 Demonstrate an understanding of the choreographic process.
- Collaborate with others to create and perform movement phrases.
- Explore basic partnering skills through guided instruction (e.g. copy, lead, mirror, follow).
- Create shapes and levels through movement.
- Identify and create a dance sequence with a beginning, middle, and end.
- Explore dance elements through improvisation and play (e.g. body, space, time, energy).
ESD1.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
- Demonstrate attentiveness, full participation, and cooperation with others in the dance learning environment.
- Demonstrate focus and concentration in performance skills.
- Apply knowledge of appropriate behaviors and skills as an observer and performer.
Open space at front of classroom
This activity began with an intro of what a Machine is: a Machine has 1) a movement and 2) a sound. Students were led to brainstorm about machines that they knew already (washing machine, vending machine, etc.) One of these examples was used to create a class example, while highlighting that machines use SEQUENCE and ORDER. To create this machine, each student had their own movement and sound as an individual part of the machine.
After students were introduced to the activity, PAIR Specialist told students they would be building a “Seasons Machine” and asked students to demonstrate with their bodies what it’s like in Spring, Summer, Fall, and Winter. Teacher and PAIR Specialist helped students identify changes (leaves/no leaves, hot/cold) as the seasons cycled on.
Then we started to build a machine using volunteers. One student would be chosen as Spring, and they would demonstrate a sound and a motion indicative of Spring. Then Summer was added. Fall. And then Winter. Students that were not selected to volunteer were asked to support the sounds and motions as the volunteers moved through the sequence.
As students were understanding the concept, the PAIR Specialist would “mix up” the order of the seasons and ask a volunteer to reorder them correctly.
Although this was a 2nd grade class, identifying seasons is a 1st grade standard. Therefore, a corresponding 1st grade Fine Arts Standard was used.
Make sure to keep class involvement! Students that are not selected to volunteer may want to give up and become distracting. Reinforce PBIS strategies when selecting volunteers.